Adverse Childhood Experiences: Concept Mapping in the Bachelor of Science in Nursing Curriculum

Abstract

Background: Adverse childhood experiences (ACEs) have deleterious effects on health across the lifespan. Educating health professionals for ACEs awareness and prevention facilitates quality care. Literature documents concept mapping as an effective teaching strategy used in health professions to stimulate learning and foster students' critical thinking. However, ACEs curricular concept mapping remains unexplored. Method: Content analysis with manifest coding was used to identify key concepts based on faculty narratives and discussion notes about ACEs content. Results: Major and minor themes emerged to support the ACEs Curricular Concept Map development with direct and indirect paths to culture of health and health equity. Conclusions: The ACEs Curricular Concept Map was developed to guide teaching ACEs knowledge in a Bachelor of Science in Nursing program. Future studies are needed to evaluate the impact of ACEs curricular concepts on nursing students' learning and graduates' ability to translate knowledge to practice ACEs awareness and prevention toward health equity for all. [ J Nurs Educ. 2019;58(4):193–200.]

Systematic Curriculum Mapping of Virtual Patient Assignments to End-of-Program Outcomes

“…3 Other authors have used curricular mapping in specific knowledge areas such as adverse childhood experiences, mental health, and gerontology. [6][7][8] These articles detail a process in which a specific national or international standard was used, and modules or educational units were mapped to the broader standard by faculty working in small teams to test achievement of a limited number of goals. Other examples are larger in scope.…”